Academic literature on the topic 'Education, Higher Victoria Evaluation'
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Journal articles on the topic "Education, Higher Victoria Evaluation"
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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Vakaliuk, Tetiana, Svitlana Ivanova, and Alla Kilchenko. "ELECTRONIC PORTFOLIO AS A TOOL OF REFLECTING THE RESULTS OF SCIENTIFIC AND PEDAGOGICAL ACTIVITIES OF TEACHERS OF HIGHER EDUCATION INSTITUTIONS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 53–58. http://dx.doi.org/10.24144/2524-0609.2021.48.53-58.
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In the period of digital transformation of all spheres of life, including the educational and scientific sphere, the opportunity for scientific and pedagogical workers (SPW) to present their achievements on the Internet, including the results of scientific and pedagogical activities becomes important. The results of scientific and pedagogical activities of SPW are not only certificates of various activities (training, internships, participation in various activities), but also profiles in scientific and metric databases and the number of citations of relevant publications, information about achievements, list of publications, information about the teacher (education, scientific degree, academic title), range of interests, victories of students under the guidance of SPW, etc. That is why the purpose of the article is to consider the possibility of using the electronic portfolio as a means of reflecting the results of scientific and pedagogical activities of teachers of free economic zones. The following research methods were used in this study: analysis, generalization, systematization. These methods were used to analyze and summarize the existing experience on this issue, as well as to systematize existing approaches to creating an e-portfolio. Under the e-portfolio of the scientific and pedagogical worker, we will understand the information system, which will contain all the information about the achievements of the scientific and pedagogical worker, including scientific work, awards, etc. The components that the electronic portfolio should contain are singled out if it is considered as a means of reflecting the results of scientific and pedagogical activities of teachers of free economic education. According to the authors, such a portfolio should contain: general information about the SPW: surname, name, patronymic, academic degree, academic title, information about higher education (about all, if more than one), place of work, position, etc.; information on SPW achievements: awards, prizes, participation in events, victories in competitions, etc.; SPW profiles in scientific-metric databases: Scopus, Web of Science (Publons), DBLP, Index Copernicus, Google Scholar, etc., publications; certificates; additional useful links; contacts; abbreviated profile in English, information on inventions, patents, participation in international projects, intellectual property rights to the work. The electronic portfolio of the scientific and pedagogical worker plays the role of a means of reflecting the results of the scientific and pedagogical activity, and acts as a business card of the teacher. The availability of such a portfolio will ensure the availability of SPW data in open access on the Internet. Prospects for further research include the search for other means of reflecting the results of scientific and pedagogical activities, as well as their expert evaluation.
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Gallo, Sina, Sonia Jean-Philippe, Celia Rodd, and Hope A. Weiler. "Vitamin D supplementation of Canadian infants: practices of Montreal mothers." Applied Physiology, Nutrition, and Metabolism 35, no. 3 (June 2010): 303–9. http://dx.doi.org/10.1139/h10-021.
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Health policy in North America advocates that all breastfed infants receive a vitamin D supplement of 400 IU per day for the primary prevention of rickets. Despite this recommendation, rickets still occurs in Canada. It is not known whether vitamin D deficiency in the Canadian population is solely attributable to inadequacies in vitamin supplementation. Thus, the evaluation of current practices, including awareness and compliance with recommendations, is clearly needed. The objective of this study was to describe the vitamin D supplementation practices of mothers of newborns living in the Montreal area. This was a cross-sectional telephone survey of 343 mothers delivering a healthy term infant from December 2007 to May 2008 at the Royal Victoria Hospital (Montreal, Que.). Ninety percent of all mothers breastfed their infants during the first 6 months; 53% did so exclusively. Of mothers exclusively breastfeeding, 74% reported meeting the Health Canada recommendation. The main reason for not adhering to the recommendation was the assumption by mothers who began to feed fortified formula (400 IU·L–1) that supplementation was no longer necessary. Fifty percent of infants receiving mixed feedings without supplementation prior to 6 months did not achieve the recommended intake. Receiving advice about supplementation and the higher education of mothers were significant positive determinants of supplementation practices. This work identified infants consuming mixed feedings and those consuming only formula in the first 6 months as groups at high risk for not meeting the recommended 400 IU·day–1 of vitamin D. Therefore there may still be gaps in knowledge regarding vitamin D supplementation.
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ACKERMAN, ILANA N., RACHELLE BUCHBINDER, and RICHARD H. OSBORNE. "Challenges in Evaluating an Arthritis Self-management Program for People with Hip and Knee Osteoarthritis in Real-world Clinical Settings." Journal of Rheumatology 39, no. 5 (March 1, 2012): 1047–55. http://dx.doi.org/10.3899/jrheum.111358.
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Objective.To evaluate the influence of a 6-week Arthritis Self-Management Program (ASMP) on health-related quality of life (HRQOL) and self-management skills in clinical settings.Methods.Individuals with hip or knee osteoarthritis referred to orthopedic surgeons or rheumatologists at 6 hospitals in Victoria, Australia, were recruited. In a randomized controlled trial, participants received the Stanford ASMP and self-help book (intervention) or book only (control). Assessments included the Assessment of Quality of Life instrument (AQoL; range −0.04 to 1.00) and Health Education Impact Questionnaire (heiQ; range 1–6) at baseline and up to 12 months. The primary outcome was HRQOL at 12 months (assessed using the AQoL).Results.Recruitment was concluded early due to persistent challenges including infrequent referrals and patient inability or disinterest in participating. Of 1125 individuals screened, only 120 were randomized (control, n = 62; intervention, n = 58). Seven ASMP were conducted while 18 scheduled ASMP were cancelled. Forty-four of 58 intervention group participants received the intervention as allocated (76%); all control group participants were sent the book (100%). Ninety-four participants (78%) completed 12-month assessments (control, 90%; intervention, 66%). There was no difference in HRQOL at 12 months (adjusted mean difference −0.02, 95% CI −0.09 to 0.05). At 6 weeks, the intervention group reported higher heiQ skill and technique acquisition scores (adjusted mean difference 0.29, 95% CI 0.04 to 0.55); however, this dissipated by 3 months.Conclusion.Significant challenges hampered this evaluation of the ASMP. The observed lack of enthusiasm from potential referrers and patients raises doubts about the practicality of this intervention in real-world settings. (ANZCTR Clinical Trials Registry no. ACTRN12606000174583)
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Owoko, Stephen Owende, Eddy Okoth Odari, and Daniel Mokaya. "Determinants of Contraceptives Uptake among Adolescents’ Girls Aged 14-19 Years in Homa Bay County." East African Journal of Health and Science 4, no. 1 (October 14, 2021): 1–15. http://dx.doi.org/10.37284/eajhs.4.1.436.
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Introduction. Adolescents are individuals aged between 10-19 years. This phase is characterised by rapid growth, sexual maturation, and sexual exploration. These behaviours expose sexually active adolescent girls to a greater risk of unintended pregnancies, unsafe abortion, and sexually transmitted infections. This study aimed to assess the determinants of contraceptives uptake among adolescent girls in Homa Bay County in Kenya with specific objectives assessing the level of awareness, uptake as well as evaluating the factors affecting the sexual & reproductive health service provision to adolescent girls in the region. Result: A cross-sectional survey was done targeting 385 girls and 32 health facilities. The response rate was 100%, with the level of knowledge on contraceptives at 97.6%. The main sources of knowledge on contraceptives were from teachers in schools (30%), peers (17.2%) and media. 70% of the respondents were in a heterosexual relationship of which 58.6% preferred male condom use as their contraceptive method of choice, while the use of pills was the least at 0.6%. The majority (57.9%) of the girls did not practice safer sex exposing them to a higher risk of Sexually transmitted infections and unintended pregnancies. Discussions: The level of contraceptive uptake significantly varied from one sub-county to the other (p < 0.005), with the sub-counties in the Islands of Lake Victoria such as Suba sub-counties having up to 80% lesser chance of their girls using any form of contraceptives (OR = 0.2; CI: 0.2–0.8). Major barriers were the fear of side effects (51.8%) and self-stigmatisation (13.4 %). Health facilities were the main source of contraceptives (77.1%); however, the study noted a lack of youth-friendly services that would favour increased access. Further, there was a complete lack of knowledge on adolescent sexual and reproductive health policies and procedures among the girls (39.6%). Conclusion: Misinformation, cultural perception on the use of contraceptives among adolescents, and lack of youth-friendly services in health facilities are key drivers to the underutilisation of contraceptives by adolescent girls in Homabay county. Adolescents from the island stand a higher risk of non-utilisation of contraceptives compared to their mainland counterparts. Recommendations: There is a need for strengthened youth-friendly comprehensive sexual health education and services in all health facilities with more emphasis on risk reduction interventions and sensitisation of young girls on the available policies. Mechanisms should be availed, specifically to reach the “hard to reach” adolescent populations in the islands.
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Harris-Huemmert, Susan. "Evaluation of Higher Education." Research in Comparative and International Education 5, no. 1 (January 2010): 1–2. http://dx.doi.org/10.2304/rcie.2010.5.1.1.
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Wang, Yue Ying. "Evaluation in Higher Education." International Journal of Learning: Annual Review 7, no. 1 (2004): 0. http://dx.doi.org/10.18848/1447-9494/cgp/v07/47113.
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Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.
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AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.
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Maynard, D. N. "EVALUATION OF PROPAGATING STOCK AND PRACTICES FOR ANNUAL RHUBARB PRODUCTION." HortScience 25, no. 9 (September 1990): 1119f—1119. http://dx.doi.org/10.21273/hortsci.25.9.1119f.
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Yield and quality of seed- and vegetatively-propagated rhubarb [Rheum rhabarbarum L.) for annual production were evaluated for 4 seasons. Field planting of transplants or crown divisions in late October or early November resulted in harvests beginning in early to late January and continuing until late April. Selection of `Victoria' seedlings based on petiole color was not effective in increasing the proportion of red mature petioles. Yields from seed-propagated annual `Victoria' rhubarb were always higher than yields from `McDonald' single-bud crown divisions and higher than yields from `McDonald' crown-divisions in one of two years. The four-year average yield for `Victoria' seed-propagated rhubarb was 20.4 Mg·ha-1 whereas `McDonald' crown-division-propagated rhubarb had a two-year average yield of 15.8 Mg·ha-1. On the other hand, petiole color of vegetatively-propagated rhubarb was always superior to that of seed-propagated rhubarb. GA applications increased early yield from `McDonald' single-bud divisions, but reduced early and total harvest petiole weight.
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Brasil Irala, Valesca, Paulo Fernando Marques Duarte Filho, and Gabriela Bohlmann Duarte. "Cenário avaliativo inovador no Ensino Superior: análise a partir de uma e-rubrica holística bifocal (An innovative assessment scenario in Higher Education: analysis from a bifocal holistic e-rubric)." Revista Eletrônica de Educação 15 (December 22, 2021): e5223072. http://dx.doi.org/10.14244/198271995223.
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e5223072This text focuses on the adoption of innovative assessment practices in Higher Education. The study was carried out in two curricular components, Spanish and English Literacies, of an Additional Languages undergraduate program, offered in a public university in Brazil. It aims to contrast the use of a holistic e-rubric, adopted to assess both the process and the outcome of the students' performances during an academic semester in which an interdisciplinary project was promoted, based on the theme of Happiness. Throughout the semester, a set of mentoring sessions aimed at qualifying the actors' assessment literacy. At the end of the academic semester, it was proposed that both professors and students used the same holistic rubric created for both subjects. The data showed that there were no statistical differences between the scores assigned by the professors and the self-rated scores by the students. Also, the final performances were higher with the adoption of the implemented assessment proposal, compared to the semesters in which there was no assessment through rubrics nor did the integrated work between both disciplines. The experience brought reliability to the professors about the students' sincere and adequate self-perception concerning their knowledge, and it proved to be favorable for the expansion, diffusion, and adoption of similar proposals in other contexts.ResumoEste texto está centrado na adoção de práticas avaliativas inovadoras no Ensino Superior. O estudo foi realizado em dois componentes curriculares, Letramentos em Espanhol e Letramento em Inglês, de um curso de Letras - Línguas Adicionais ofertado em uma universidade pública brasileira, tendo como objetivo contrastar a utilização de uma e-rubrica holística adotada para a avaliação tanto do processo quanto dos resultados de desempenhos discentes durante um semestre letivo em que se promoveu um projeto integrado a partir da temática da Felicidade. Ao longo do semestre, foram realizadas um conjunto de mentorias voltadas a qualificar o letramento em avaliação dos atores envolvidos. Ao final do semestre letivo, foi proposto que tanto as docentes quanto os discentes lançassem mão de uma mesma rubrica holística criada para ambas as disciplinas. Os dados evidenciaram que não ocorreram diferenças estatísticas entre as pontuações atribuídas pelas docentes e as pontuações autoatribuídas pelos discentes. Além disso, os desempenhos finais foram mais altos com a adoção da proposta avaliativa implementada, em comparação aos semestres em que não havia a avaliação através de rubricas e tampouco o trabalho integrado entre ambas as disciplinas. A experiência trouxe confiabilidade para as docentes sobre a autopercepção sincera e adequada dos discentes em relação ao seu conhecimento e se mostrou favorável para ampliação, difusão e adoção de propostas similares em outros contextos.ResumenEste texto se centra en la adopción de prácticas evaluativas innovadoras en la educación superior. El estudio se llevó a cabo en dos asignaturas, Literacidad en Español y Literacidad en Inglés, de un curso de Letras - Lenguas Adicionales que se ofrece en una universidad pública brasileña, con el objetivo de contrastar el uso de una e-rúbrica holística adoptada tanto para la evaluación de los procesos como de los resultados de las actuaciones de los estudiantes durante un semestre académico en el que se impulsó un proyecto integrado, con base en la temática de la Felicidad. A lo largo del semestre, se llevó a cabo un conjunto de sesiones de mentorías orientadas a calificar la literacidad en evaluación de los actores involucrados. Al final del semestre académico, se propuso que tanto las profesoras como los estudiantes utilizaran la misma rúbrica holística creada para ambas asignaturas. Los datos demostraron que no hubo diferencia estadística entre los puntajes asignados por las profesoras y los puntajes de las autocalificaciones asignadas por los estudiantes. Además, los desempeños finales fueron superiores con la adopción de la propuesta de evaluación implementada, en comparación a los semestres en que no hubo evaluación a través de rúbricas ni tampoco el trabajo integrado entre ambas asignaturas. La experiencia brindó confiabilidad a las docentes sobre la autopercepción sincera y adecuada de los estudiantes con respecto a sus conocimientos y resultó favorable para la expansión, difusión y adopción de propuestas similares en otros contextos.Palavras-chave: Avaliação do Desempenho Discente, Ensino Superior, Educação para a Inovação, Curso de Licenciatura.Keywords: Student Performance Assessment, Higher Education, Education for Innovation, Undergraduate Teaching Course.Palabras clave: Evaluación de la Actuación Estudiantil, Enseñanza Superior, Educación para la Innovación, Carrera de Formación Docente.ReferencesAUBUSSON, Peter; SCHUCK, Sandy. Researching and Learning from our Practices. In: AUBUSSON, Peter; SCHUCK, Sandy. (Orgs.). Teacher Learning and Development: the mirror maze. Sydney: Australia, Springer, 2008, p.1-12.BENDER, William. Aprendizagem baseada em Projetos: educação diferenciada para o século XXI. Porto Alegre: Penso, 2014.BLASS, Leandro; IRALA, Valesca. O uso da aprendizagem baseada em problemas (PBL) como metodologia de ensino em aulas de Cálculo Numérico. Revista de Educação Matemática, v.17, p.e020035, 7 jul. 2020. DOI: https://doi.org/10.37001/remat25269062v17id360.BOHN, Hilário. Maneiras inovadoras de ensinar e aprender: a necessidade de (re)construção de conceitos. In: LEFFA, V. (Org.). O professor de línguas estrangeiras: construindo a profissão. Pelotas: Educat, 2001, p.115-124.BROOKHART, Susan. How to create and use rubrics for formative assessment and grading. Alexandria, Virginia (USA): ASCD, 2013.BUTLER, Helen et al. The critical friend: facilitating change and wellbeing in school communities. Australia: Acer Press, 2011.CARBONELL, Jaume. A aventura de inovar: a mudança na escola. Porto Alegre: Artmed, 2002.CORNEJO, José. El self-study de la práctica de los formadores de futuros profesores: bases teóricas, características y modalidades metodológicas. In: RUSSELL, Tom; FUENTEALBA, Rodrigo HIRMAS, Carolina (Orgs.). Formadores de formadores, descubriendo la propia voz a través del self-study. Santiago do Chile: OEI, 2016, p.25-64.DORNELLES, Clara. A gente não quer ser tradicional, mas...como é que faz, daí? A inovação curricular e o debate popularizado sobre língua portuguesa e ensino. 2008. 169p. Tese (Doutorado em Linguística Aplicada), Instituto de Estudos da Linguagem, Universidade Estadual de Campinas, Campinas, 2008.FIELD, Andy. Descobrindo a estatística usando o SPSS. Porto Alegre: Artmed, 2009.GIL FLORES, Javier; DE BESA GUTIÉRREZ, Manuel; GARZÓN UMERENKOVA, Angélica. ¿Por qué procrastina el alumnado universitario?Análisis de motivos y caracterización del alumnado con diferentes tipos de motivaciones. Revista de Investigación Educativa, v. 38, n. 1, p. 183-200, 2020.Disponível em: http://dx.doi.org/10.6018/rie.344781. Acesso em: 06 mai. 2020.HORN, Michael; STAKER, Heather. Blended: usando a inovação disruptiva para aprimorar a educação. Porto Alegre: Penso, 2015.IRALA, Valesca; DUARTE, Gabriela. E-rubrica holística para a área da linguagem com enquadre responsivo bifocal na adoção de Project-based learning. 2019. Disponível em: https://www.researchgate.net/publication/344565497_E-Rubrica_holistica_para_a_area_da_linguagem_com_enquadre_responsivo_bifocal_na_adocao_de_Project-based_learning. Acesso em: 29 jul. 2021. DOI: 10.13140/RG.2.2.13711.20641.IRALA, Valesca. Inovação na formação de professores de espanhol: a experiência em um curso de Letras/Línguas Adicionais. In: ERES FENÁNDEZ, Gretel; BAPTISTA, Lívia; SILVA, Antonio Messias. (Orgs.). Enseñanza y aprendizaje del español en Brasil: aspectos lingüísticos, discursivos e interculturales. Brasília: Consejería de Educación de la Embajada de España en Brasil/Ministerio de Educación, Cultura y Deporte de España, 2016, p. 171-184.JOHNSON, Cara; BERGMANN, Jon. Flipped 3.0. Flipped Mastery Learning. An Insanely Simple Guide. Irvine: FL Global Publishing, 2018.LEVIN, Jack; FOX, James; FORDE, David. Estatística para ciências humanas. 11 ed. São Paulo: Pearson, 2012.LIMA FILHO, Raimundo Nonato; BRUNI, Adriano Leal. Metacognição estimula características empreendedoras? Uma análise em profissionais de Administração. RACE - Revista de Administração, Contabilidade e Economia, v. 14, n. 2, p. 427-450, 12 ago. 2015.LÓPEZ-PASTOR, Víctor Manuel. Evaluación formativa y compartida: evaluar para aprender y la implicación del alumnado en los procesos de evaluación y aprendizaje. In: LÓPEZ-PASTOR Victor; PÉREZ-PUEYO, Ángel. (Orgs.). Evaluación formativa y compartida en Educación: experiencias de éxito en todas las etapas educativas. León: Universidad de León, 2017, p. 34-69.MARCHETI, Ana Paula do Carmo. Rubricas: um importante instrumento para correção de desempenho discente. Revista Eletrônica Científica Ensino Interdisciplinar. Mossoró, v. 6, n. 16, p. 58 – 76, 2020.MJELDE, Liv. Experiência e significado de mentoria: da abordagem socrática à nova ciência da aprendizagem. Boletim Técnico do Senac, v. 46, n. 2, 11 ago. 2020.MOROSINI, Marília et al. A qualidade da Educação Superior e o complexo exercício de propor indicadores. Revista Brasileira de Educação, v. 21, n.64, p.13-37, 2016.ORÉ, Fabio. Reflexiones para una evaluación constructivista. Horizonte de la Ciencia, v. 8, n. 14, p. 87-99. enero-junio 2018. Disponível em: http://revistas.uncp.edu.pe/index.php/horizontedelaciencia/article/view/294. Acesso em: 24 dez. 2020.PERRENOUD, P. Avaliação: da excelência à regulação das aprendizagens – entre duas lógicas. Porto Alegre: Artes Médicas, 1999.PIOVESAN, Armando; TEMPORINI, Edméa Rita. Pesquisa exploratória: procedimento metodológico para o estudo de fatores humanos no campo da saúde pública. Rev. Saúde Pública, São Paulo, v. 29, n. 4, p. 318-325, ago. 1995. Disponível em: https://doi.org/10.1590/S0034-89101995000400010. Acesso em: 28 dez. 2020.POLYDORO, Soely; AZZI, Roberta Gurgel. Apontamentos preliminares: a autorregulação na teoria social cognitiva. In: POLYDORO,Soely (Org.). Promoção a autorregulação da apredizagem: contribuições da teoria social cognitiva. Porto Alegre, RS: Editora Letra 1, 2017.v.1, p. 11-17.QUESADA, Victoria et al. Should I use co-assessment in higher education? Pros and cons from teachers and students’ perspectives. Assessment Evaluation in Higher Education, p. 987–1002, 2019. Disponível em: 10.1080/02602938.2018.1531970. Acesso em 28 dez. 2020.RAMOS-RODRÍGUEZ, Elizabeth; MARTÍNEZ, Pablo Flores; PONTE, João Pedro da. An Approach to the Notion of Reflexive Teacher and Its Exemplification on Mathematics Education. Systemic Practice and Action Research, v.30, n.1, p. 85-102, 2017.RAVELA, Pedro; PICARONI, Beatriz; LOUREIRO, Graciela. ¿Cómo mejorar la evaluación en el aula? Reflexiones y propuestas de trabajo para docentes. Montevidéu: Magro, 2017.RAUEN, F. Roteiros de pesquisa. Rio do Sul: Nova Era, 2006.RODRÍGUEZ-GÓMEZ, Gregorio;IBARRA-SÁIZ, María Soledad. Assessment as Learning and Empowerment: Towards Sustainable Learning in Higher Education. In: PERIS-ORTIZ, Marta; MERIGÓ LINDAHL, José María (Orgs). Sustainable Learning in Higher Education: developing Competencies for the Global Marketplace. Cham (Suiça): Springer International Publishing, 2015, p. 1-20.RUIZ MORALES, Yovanni et al. Evaluación de competencias genéricas en el ámbito universitario a través de entornos virtuales: Una revisión narrativa. Relieve, v. 23, n. 2, p. 1-15. 2017. Disponível em: http://doi.org/10.7203/relieve.23.1.7183. Acesso em: 28 dez. 2020.RUSSELL, Tom; FUENTEALBA, Rodrigo; HIRMAS, Carolina (Orgs.). Formadores de formadores, descubriendo la propia voz a través del self-study. Santiago do Chile: OEI, 2016.SALVAT, Begoña Gros. Aprendizajes, conexiones y artefactos: la producción colaborativa del conocimiento. Barcelona: Gedisa, 2008.SANDRETTO, Susan. Tensiones teórico-metodológicas desde una mirada post estructural, en un proyecto de investigación de self-study colaborativo. In: RUSSELL, Tom; FUENTEALBA, Rodrigo; HIRMAS, Carolina (Orgs.). Formadores de formadores, descubriendo la propia voz a través del self-study. Santiago do Chile: OEI, 2016. p.97-116.SCHUCK, Sandy; RUSSELL, Tom. Self-Study, Amistad crítica y las complejidades en la formación de profesores. In: RUSSELL, Tom; FUENTEALBA, Rodrigo; HIRMAS, Carolina (Orgs.). Formadores de formadores, descubriendo la propia voz através del self-study. Santiago do Chile: OEI, 2016. p.117-132.TOBÓN, Sergio. Evaluación socioformativa. Estrategias e instrumentos. Mount Dora (USA): Kresearch, 2017.WINSTONE, Naomi; PITT, Edd; NASH, Robert. Educators’ perceptions of responsibility-sharing in feedback processes. Assessment Evaluation in Higher Education, Londres, abri., 2020, Disponível em: https://doi.org/10.1080/02602938.2020.1748569. Acesso em: 14 jun.2020.WINSTONE, Naomi et al. Supporting learners' agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, v. 52, n. 1, p. 17–37, 2017. Disponível em: https://doi.org/10.1080/00461520.2016.1207538. Acesso em: 28 dez. 2020.
Dissertations / Theses on the topic "Education, Higher Victoria Evaluation"
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Bulaitis, Zoe Hope. "Articulations of value in the humanities : the contemporary neoliberal university and our Victorian inheritance." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/33626.
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This thesis traces the shift from liberal to neoliberal education from the nineteenth century to the present day, in order to provide a rich and previously underdeveloped narrative of value in higher education in England. Rather than attempting to justify the value of the humanities within the presiding economic frameworks, or writing a defence against market rationalism, this thesis offers an original contribution through an immersion in historical, financial, and critical debates concerning educational policy. Drawing upon close reading and discursive analysis, this thesis constructs a nuanced map of the intersections of value in the humanities. The discussion encompasses an exploration of policymaking practices, scientific discourse, mediated representations, and public cultural life. The structure of the thesis is as follows. The introductory chapter outlines the overarching methodology by defining the contemporary period of this project (2008-14), establishing relevant scholarship, and drawing out the correspondences between the nineteenth century and the present day. Chapter one establishes a history of the Payment by Results approach in policymaking, first established in the Revised Code of Education (1862) and recently re-introduced in the reforms of the Browne Report (2010). Understanding the predominance of such short-term and quantitative policy is essential for detailing how value is articulated. Chapter two reconsiders the two cultures debate. In contrast to the misrepresentative, yet pervasive, perception that the sciences and the humanities are fundamentally in opposition, I propose a more nuanced history of these disciplines. Chapter three addresses fictional representations of the humanities within literature in order to establish a vantage point from which to assess alternative routes for valuation beyond economic narratives. The final chapter scrutinises the rise of the impact criterion within research assessment and places it within a wider context of market-led cultural policy (1980-90s). This thesis argues that reflecting on Victorian legacies of economism and public accountability enables us to reconsider contemporary valuation culture in higher education. This analytical framework is of benefit to future academic studies interested in the marketisation and valuation of culture, alongside literary studies that focus on the relationship between higher education, the individual, and the state.
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Kauppila, O. (Osmo). "Integrated quality evaluation in higher education." Doctoral thesis, Oulun yliopisto, 2016. http://urn.fi/urn:isbn:9789526211862.
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Abstract The role of higher education as an essential component of the productive economy has been emphasized in the 21stcentury, resulting in a constant need to demonstrate compliance and excellence to various stakeholders. To achieve this, a large variety of internal and external evaluation processes have been developed. However, to connect these evaluations with continuous improvement has often proved challenging due to factors arising from organizational complexity. This compilation dissertation examines how various quality evaluations in higher education could be integrated in a meaningful and synergistic manner. Integration is analyzed both horizontally across the three missions of the university, as well as vertically ranging from external evaluations to self-assessment. The four research articles each support this whole from a different viewpoint. The results of the articles are complemented by a literature review of chosen relevant topics on quality management and evaluation in higher education. The results of this work suggest that a planned process of evaluations starting from the institution level could help evaluations build upon each other and to drive continuous improvement. A holistic view on evaluation and evaluation criteria could be of use in avoiding sub-optimization and ensuring that issues such as stakeholder engagement and societal impact are included in evaluations. The integration of evaluations would constitute a part of integrating an institution’s management system and advance unity of effort. The ubiquitous concept of excellence can be seen as linking factor in integration, and an excellence award model was used as an example of a holistic evaluation framework. The theoretical contribution of this study contributes in the discussion regarding quality evaluation, excellence and the integration of management activities in higher education. For practitioners this dissertation work provides both practical tools arising from the results of the research articles, as well as a synthesis of theoretical and practical issues that should be accounted for when developing quality evaluation approaches in institutions of higher educationTiivistelmä Korkeakoulujen rooli tuottavan talouden olennaisena osana on korostunut uudella vuosituhannella. Tästä on seurannut jatkuva tarve osoittaa vaatimustenmukaisuutta ja erinomaisuutta eri sidosryhmille. Tämän seurauksena on kehitetty suuri määrä erilaisia sisäisiä ja ulkoisia arviointiprosesseja. Kuitenkin näiden prosessien yhdistäminen toiminnan jatkuvan kehittämiseen on usein osoittautunut haastavaksi johtuen organisatorisesta monimutkaisuudesta. Tässä kokoomaväitöskirjassa tarkastellaan, kuinka erityyppisiä laadunarviointeja korkeakoulutuksessa voitaisiin integroida mielekkäällä ja synergistisellä tavalla. Integraatiota tarkastellaan niin horisontaalisesti yliopiston kolmen tehtävän läpi, kuin myös vertikaalisesti ulkoisista arvioinneista itsearviointiin. Väitöskirjaan liittyvät tutkimusartikkelit tukevat tätä tutkimusongelmaa eri näkökulmista. Kirjallisuuskatsaus tukee artikkelien tuloksia valittujen laatujohtamisen ja arvioinnin aiheiden tarkastelun kautta. Tämän työn tuloksien mukaan suunnitelmallinen arviointikokonaisuus lähtien korkeakoulutasolta voisi tukea arviointien tulosten kumuloitumista ja edistää jatkuvaa kehittämistä. Holistinen näkökulma arviointiin ja arviointikriteereihin voisi ehkäistä osaoptimointia ja varmistaa, että seikkoihin kuten sidosryhmien osallistuminen ja yhteiskunnallinen vaikuttavuus huomioidaan arvioinneissa. Arviointien integrointi tukisi osaltaan korkeakoulun johtamisjärjestelmän integrointia ja edistäisi yhteisiin tavoitteisiin pyrkimistä. Erinomaisuuden yleistynyttä käsitettä voidaan pitää yhdistävänä tekijänä integraation toteutumisessa, ja siihen perustuvaa laatupalkintomallia käytettiin työssä esimerkkinä holistisesta arviointimallista. Väitöskirjatyön teoreettinen kontribuutio liittyy korkeakoulujen laadunarvioinnin, erinomaisuuden ja johtamistoimien integroinnin tieteelliseen keskusteluun. Käytännön työn kannalta tutkimustulokset tarjoavat käytännön työkaluja artikkelien tulosten kautta, sekä yhdistelmän teoreettisista ja käytännön seikoista jotka tulisi huomioida korkeakoulun laadunarviointia kehitettäessä
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Shawa, Lester Brian. "Can higher education policy frameworks engender quality higher education in Malawian universities?" Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/21793.
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Thesis (MEd)--University of Stellenbosch, 2007.ENGLISH ABSTRACT: Through policy document analyses and in-depth semi-structured interviews, this thesis examines the potential of higher education policy frameworks to engender quality university education in Malawian universities. Pertinent to the fast-growing higher education sector in Malawi is the connection between higher education policy frameworks and quality delivery of university education. Education policy frameworks in Malawi are mainly a response to the government’s broad policy of poverty alleviation. Thus this thesis argues that quality university education ought to contribute to poverty alleviation especially by assisting the country to achieve its Millennium Development Goals (MDGs) and to implement the initiatives of the New Economic Partnership for Africa’s Development (NEPAD). To engender quality university education that could help to alleviate poverty in Malawi, this thesis through Habermasian critical inquiry proposes that quality ought to be the corollary of defensible higher education policy frameworks, policy documents need to delineate quality parameters, access to university education needs to be increased and, inevitably, discursive or deliberative higher education policy making ought to be given primacy.
AFRIKAANSE OPSOMMING: Aan die hand van beleidsdokumentontleding en diepgaande, semigestruktureerde onderhoude, ondersoek hierdie tesis die potensiaal van hoëronderwysbeleidsraamwerke om gehalte universiteitsonderrig in Malawiese universiteite teweeg te bring. Van besondere belang vir die snelgroeiende hoëronderwyssektor in Malawi is die verband tussen hoëronderwysbeleidsraamwerke en die lewering van gehalte universiteitsonderrig. Malawiese onderwysbeleidsraamwerke is hoofsaaklik 'n reaksie op die regering se omvattende armoedeverligtingsbeleid. Daarom voer hierdie tesis aan dat gehalte universiteitsonderrig tot armoedeverligting behoort by te dra, veral deur die land te help om sy millenniumontwikkelingsdoelwitte (MOD’s) te bereik en die inisiatiewe van die Nuwe Vennootskap vir Afrika-ontwikkeling (NEPAD) in werking te stel. Ten einde gehalte universiteitsonderrig teweeg te bring wat armoede in Malawi kan help verlig, doen hierdie tesis deur Habermasiese kritiese ondersoek aan die hand dat gehalte die uitvloeisel van verdedigbare hoëronderwysbeleidsraamwerke moet wees, dat beleidsdokumente gehaltegrense moet neerlê, dat toegang tot universiteitsonderrig verbeter moet word, en dat beredeneerde of oorwoë hoëronderwysbeleidbepaling onafwendbaar voorrang behoort te geniet.
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Paasse, Gail 1957. "Searching for answers in the borderlands : the effects of returning to study on the "classed" gender identities of mature age women students." Monash University, School of Graduate Studies, 2001. http://arrow.monash.edu.au/hdl/1959.1/8908.
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Steele, Elizabeth Delavan. "Program evaluation in higher education: A case study." W&M ScholarWorks, 1999. https://scholarworks.wm.edu/etd/1550154170.
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Allen, Jennifer. "Going higher, going further? : student perspectives on higher education at further education colleges and universities in England." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:23fc08c0-cbf1-4ae4-8c6a-3420136b8ea0.
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Post-compulsory education in England is divided into two sectors: one for higher education (HE) and one for further education (FE). Although they mostly function separately, there is an overlap between the two in terms of HE provision. Currently around eight per cent (159,000) of HE students in England are taught at FE colleges (Association of Colleges, 2016) and approximately 14 per cent (22,060) of these students are pursuing a bachelor's degree (Higher Education Statistics Agency, 2016). To offer bachelor's degrees, FE colleges must partner with universities to validate their qualifications. Consequently, college graduates enter the labour market with university-validated degrees. However, very little is known about how college students' journeys through HE compare with those of their university counterparts. This study used semi-structured interviews (N=30) and a questionnaire (N=78) to explore how the decisions, experiences, post-graduation expectations and employment or further study outcomes of business undergraduates at English universities compare with those at English FE colleges. In particular, this research focused on students from six institutions (four FE colleges and two universities) across Yorkshire and Humberside and the West Midlands who were in the final year of bachelor's degrees in business-related subjects in 2013. The differences between these two groups of students emerged throughout their HE journeys. Whereas university students portrayed their pursuit of HE as inevitable, college students (depending upon their age) described making an active choice to go to HE, being directed towards it or drifting into it. When selecting an institution, most university students made a choice based on preferences, while college students made one based on constraints. Their student experiences were largely shaped by the particular environment of their type of institution, meaning college students often faced tension between HE and FE that did not feature in the university student experience. This tension permeated every aspect of the college student experience, from the style of teaching to the facilities and services available at their institution. Although college students appeared to have slightly more realistic post-graduation expectations (especially in terms of salary), university students tended to have more positive outcomes, largely due to the fact that they completed work placements during their course which led to full-time jobs after they graduated. The data from this study were analysed using the concepts of the 'figured world' (Holland et al., 1998), boundaries, identity and culture. In so doing, it becomes clear that despite the fact that these two groups of students undertook similar qualifications in similar subject areas, they did not achieve similar outcomes. As a consequence, it is argued that although HE in FE does widen participation in terms of offering more students the chance to pursue HE, it does not necessarily grant access to the same types of post-graduation opportunities.
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Khan, Muzafar, and Aleem Ahmad. "Usability Evaluation of a Hypermedia System in Higher Education." Thesis, Blekinge Tekniska Högskola, Avdelningen för programvarusystem, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4768.
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An effective hypermedia educational system should be easy to use and understand. Different hypermedia educational systems have been evaluated for this purpose by researchers but there is no such study of student wiki system. To evaluate usability of a student wiki system i.e. FUKTwiki in the context of higher education, the authors adopt a multi-phased research approach. They conduct usability test of the system where graduate students are taken as subjects. The system is evaluated on the basis of results of usability test and a questionnaire specifically designed to know the subject‟s opinion. Further, to validate the findings a number of individual subjects participated in usability test and questionnaire are interviewed. The authors find that for higher education, student wiki systems could prove effective in student‟s learning but not with current set of tools and interfaces. Moreover it is important that a system should have sufficient amount of relevant and useful educational contents. There is need to improve student wiki systems in terms of interfaces, contents, and set of tools for creating and editing pages.0046739717017
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Desai, Govind. "Vocational higher secondary education in Gujarat : a critical evaluation." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/30856.
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Over the last thirty years there has been a vigorous debate on the role of vocational education in developing societies. Critics have asserted that vocational education cannot deliver the economic and social benefits claimed for it. Despite the debate vocational education has continued to expand. India has followed the example of other developing societies with national plans for the extensive implementation of a programme of vocational education at the higher secondary level. The target was that by 1995 25% of the students in higher secondary education should be in the vocational stream. However progress has been slow and there has been considerable variation between states. In order to examine the problems of implementing vocational education this study examines the progress made in one state, Gujarat. It draws on examination of official statistics, documents and interviews with officials. The major part of the study is a comprehensive survey of the perceptions of the major stakeholders in vocational education - the Principals, the Teachers, the Students, Ex-students and Employers. The thesis examines the implications of the findings for the broad debate on the role of higher secondary vocational education in developing societies and more specifically for developments in India and Gujarat. A series of recommendations relating to areas such as the selection of schools and vocational courses, their management structure and staffing and their curriculum are made.
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Shippey, Theodore Clive. "Standards and quality in higher education." Thesis, Cape Technikon, 1994. http://hdl.handle.net/20.500.11838/1987.
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Thesis (Laureatus in Technology (Teacher Education)) -- Cape Technikon, Cape Town,1994The main hypothesis underlying this study has been formulated on the basis of an identified need in the Republic of South Africa (RSA) for a means of ensuring and preserving acceptable standards (by international norms) and quality in higher education. It has been assumed that this need may partially be met by the adaptation of selected overseas systems of quality control and systems of evaluation and accreditation of standards. The emphasis throughout is on intelligent, selective adaptation of successful attempts at controlling and managing standards and quality in higher education. One of the primary reasons for the establishment of a model for the preservation and enhancement of standards in higher education in the RSA, becomes clear when one identifies the emergence of a growing number of aspirant students. Many of those students attended schools where neither the tuition nor the facilities provided a suitable foundation for further studies at an advanced level. A further need for such a model is related to great pressures to lower standards which are being exerted by political and social groups and the prevailing views amongst many educators that a decrease in standards is inevitable. The hypotheses that will be tested include the assumption that a lowering of standards will seriously affect industry, commerce, and the whole social fabric and ultimately the credibility of South Africa's higher educational institutions and the acceptability of their graduates. This study is therefore aimed primarily at focusing attention on the need for an awareness amongst the higher educational community, and other communities, of the implications of vastly increased enrolments of under-prepared students.
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Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.
Full textBooks on the topic "Education, Higher Victoria Evaluation"
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Victoria. Parliament. Education and Training Committee. Inquiry into the impact of the high levels of unmet demand for places in higher education institutions on Victoria: Final report. Melbourne, Vic: Government Printer for the State of Victoria, 2004.
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1948-, Beattie Kate, McNaught Carmel 1950-, and Wills Sandra 1955-, eds. Interactive multimedia in university education: Designing for change in teaching and learning : proceedings of the IFIP TC3/WG3.2 Working Conference on the Design, Implementation, and Evaluation of Interactive Multimedia in University Settings, Melbourne, Victoria, Australia, 6-8 July 1994. Amsterdam: Elsevier, 1994.
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Balula, Ana, and António Moreira. Evaluation of Online Higher Education. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05425-4.
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Darwin, Stephen. Student Evaluation in Higher Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41893-3.
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Wnuk-Lipińska, Elżbieta, and Maria Wójcicka. Quality review in higher education. Warsaw: Centre for Science Policy and Higher Education, University of Warsaw, 1995.
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Quality in higher education. Rotterdam: Sense, 2011.
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Connecticut. General Assembly. Legislative Program Review and Investigations Committee. Performance monitoring in higher education. Hartford, CT: Connecticut General Assembly, Legislative Program Review and Investigations Committee, 1994.
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1946-, Edwards Anne, Knight Peter 1950-, and Staff and Educational Development Association., eds. Assessing competence in higher education. London: Kogan Page, 1995.
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G, West E. Higher education and competitiveness. Kingston, Ont: Queen's University, Government and Competitiveness, School of Policy Studies, 1993.
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Ratcliff, James L. Linking assessment and general education. [University Park, PA?]: NCTLA, 1993.
Find full textBook chapters on the topic "Education, Higher Victoria Evaluation"
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Harvey, Lee, and Jethro Newton. "Transforming Quality Evaluation: Moving On." In Higher Education Dynamics, 225–45. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6012-0_9.
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Baker, Dana Lee, and Brandon Leonard. "Learning Evaluation." In Neuroethics in Higher Education Policy, 83–100. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-59020-6_5.
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Federkeil, Gero, Frans A. van Vught, and Don F. Westerheijden. "An Evaluation and Critique of Current Rankings." In Higher Education Dynamics, 39–70. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3005-2_4.
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Padilla, Luis Alberto. "Sustainability Evaluation." In Encyclopedia of Sustainability in Higher Education, 1661–70. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_76.
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Padilla, Luis Alberto. "Sustainability Evaluation." In Encyclopedia of Sustainability in Higher Education, 1–9. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63951-2_76-1.
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Hamann, Julian, and Stefan Beljean. "Academic Evaluation in Higher Education." In The International Encyclopedia of Higher Education Systems and Institutions, 28–34. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_295.
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Hamann, Julian, and Stefan Beljean. "Academic Evaluation in Higher Education." In Encyclopedia of International Higher Education Systems and Institutions, 1–7. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_295-1.
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Chmielecka, Ewa, and Marcin Dąbrowski. "Accreditation and Evaluation in Poland: Concepts, Developments and Trends." In Higher Education Dynamics, 371–93. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-2797-0_17.
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Balula, Ana, and António Moreira. "e-Teaching Evaluation in Higher Education." In SpringerBriefs in Education, 1–11. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05425-4_1.
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Groß, Thomas, and Remzi N. Karaalp. "The European Research Council: A Legal Evaluation of Research Funding Structures." In Higher Education Dynamics, 179–87. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09677-3_9.
Full textConference papers on the topic "Education, Higher Victoria Evaluation"
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Oraison, Humberto Manuel, Loretta Konjarski, Janet Young, Samuel Howe, and Andrew Smallridge. "Staff Experiences of Victoria University’s First Year College During the Implementation of Block Mode Teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10975.
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This report reviews the findings of staff satisfaction surveys conducted in 2018 and 2019 following the creation of a transformative and revolutionary approach to tertiary education in Australia, namely the creation of a new First Year College at Victoria University. Lectures were abolished from all units; class sizes were reduced; class timetabling was dramatically changed to allow for greater student study flexibility and accessibility; learning and teaching professional staff numbers were increased and facilities were built and repurposed. This report discusses the staff satisfaction and challenges encountered by staff in 2018 and 2019 providing quantitative and qualitative data. This data revealed high levels of satisfaction along with concerns about workload and related issues. Variations between 2018 and 2019 indicate that despite an increase in overall satisfaction, staff were concerned about awards and recognition, involvement in decisions that affected them, and receiving support to conduct their roles. The First Year College implemented a series of measures to address the issues raised in the 2018 survey. Further measures are recommended following the 2019 survey as well as future surveys that include stress levels and other psychological markers.
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Kelly, Kate, and Edward Lock. "Constructing a Career Mindset in First Year Students: The Building Blocks for Curriculum Design." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9240.
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Higher Education Institutions are under increasing pressure to produce competent and qualified graduates for the ever-changing labour market. However, this is no easy feat. This paper shows how a transformational change in Victoria University’s teaching model created an opportunity for teachers to redesign first-year, employability-related curricula. The approach to this challenge focuses on the development of a career mindset in first year university students. Through the examination of two courses, one from the Bachelor of Arts and one from the Bachelor of Psychological Studies, this paper demonstrates a number of active learning and engagement strategies that can be incorporated into the classroom to empower first year students to develop a career mindset that can help them to develop and integrate employability related skills throughout their degrees and beyond.
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Sari, Ratna, Togar Alam Napitupulu, and Rudy. "Evaluation Blended Learning Model in Higher Education." In 2018 International Conference on Information Management and Technology (ICIMTech). IEEE, 2018. http://dx.doi.org/10.1109/icimtech.2018.8528115.
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Yong, Shengren, Yifan Wang, and Haoyu Zhang. "Higher Education Evaluation System Based on NET." In 2021 6th International Conference on Smart Grid and Electrical Automation (ICSGEA). IEEE, 2021. http://dx.doi.org/10.1109/icsgea53208.2021.00075.
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Ran, Bi, and Zhong Qichen. "Economic Benefit Evaluation System of Higher Education." In 2020 International Conference on Robots & Intelligent System (ICRIS). IEEE, 2020. http://dx.doi.org/10.1109/icris52159.2020.00076.
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Li, Wuwei, Hongliang Wang, Yueru Wei, Jing Gao, and Bing Cao. "Grey Relational Evaluation on Higher Education Informatization." In 2009 Second International Symposium on Knowledge Acquisition and Modeling. IEEE, 2009. http://dx.doi.org/10.1109/kam.2009.146.
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Moltó-Aribau, Margarita, Ana Tena-Tarruella, and Ana Vendrell-Vilanova. "Evaluation competency-based in Internship: especial reference to evaluation rubric and final reports." In HEAd'15. Conference on Higher Education Advances. Editorial Universitat Politècnica de València, 2015. http://dx.doi.org/10.4995/head15.2015.411.
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Alegre, Ines, and Jasmina Berbegal-Mirabent. "Evaluation Systems in Online Environments." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13026.
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One of the biggest challenges of online teaching is student evaluation. With the students not being physically present, assessing their level of knowledge on a subject presents different challenges than those tradionally encountered in face-to-face teaching. In this paper we present an overview of different evaluation systems and reflect about its advantages and disadvantages when applying them in online environments.The most common evaluation systems: multiple-choice quizzes, open question exams, essays, projects and oral exams, are ranked depending on several criteria. Criteria include items that any professor should take into consideration such as easiness of design and preparation or difficulty of student cheating. The advantages and downsides of each evaluation system are presented and several mechanisms to mitigate the disatvanges of each method are proposed.This paper is helpful to professors and teachers, specially in the current situation where the Covid-19 pandemic has moved most high-education teaching online.
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"Consumer Evaluation of Quality of Education Services in Higher Education." In 16th European Conference on Management Leadership and Governance. ACPI, 2020. http://dx.doi.org/10.34190/elg.20.005.
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Soeiro, Dina, Antonio Dias de Figueiredo, and Joaquim Armando Gomes Ferreira. "Student empowerment in higher education through participatory evaluation." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142817.
Full textReports on the topic "Education, Higher Victoria Evaluation"
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Puukka, Jaana, and Richard Yelland. Review of Higher Education Institutes in Regional Development. Guidelines for the self-evaluation Report 2008-2010. OECD - Organisation for Economic Co-operation and Development, June 2008. http://dx.doi.org/10.22163/fteval.2008.147.
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Banerjee, Abhijit, Esther Duflo, and Francisco Gallego. Removing barriers to higher education in Chile: evaluation of peer effects and scholarships for test preparation. International Initiative for Impact Evaluation, March 2016. http://dx.doi.org/10.23846/ow2167.
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Berlinski, Samuel. Helping Struggling Students and Benefiting All: Peer Effects in Primary Education. Inter-American Development Bank, May 2022. http://dx.doi.org/10.18235/0004268.
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We exploit the randomized evaluation of a remedying education intervention that improved the reading skills of low-performing third grade students in Colombia, to study whether providing educational support to low-achieving students affects the academic performance of their higher-achieving classmates. We find that the test scores of non-treated children in treatment schools increased by 0.108 of a standard deviation compared to similar children in control schools. We interpret the reduced-form effect on higher-achieving students as a spillover effect within treated schools. We then estimate a linear-in-means model of peer effects, finding that a one-standard-deviation increase in peers' contemporaneous achievement increases individual test scores by 0.679 of a standard deviation. We rule out alternative explanations coming from a reduction in class size. We explore several mechanisms, including teachers' effort, students' misbehavior, and peer-to-peer interactions. Our findings show that policies aimed at improving the bottom of the achievement distribution have the potential to generate social-multiplier effects that benefit all.
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Andrabi, Tahir, Natalie Bau, Jishnu Das, Naureen Karachiwalla, and Asim I. Khwaja. Crowding in Private Quality: The Equilibrium Effects of Public Spending in Education. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/124.
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We estimate the equilibrium effects of a public school grant program administered through school councils in Pakistani villages with multiple public and private schools and clearly defined catchment boundaries. The program was randomized at the village-level, allowing us to estimate its causal impact on the market. Four years after the start of the program, test scores were 0.2 sd higher in public schools. We find evidence of an education multiplier: test scores in private schools were also 0.2 sd higher in treated markets. Consistent with standard models of product differentiation, the education multiplier is greater for those private schools that faced a greater threat to their market power. Accounting for private sector responses increases the program’s cost effectiveness by 85 percent and affects how a policymaker would target spending. Given that markets with several public and private schools are now pervasive in low- and middle-income countries, prudent policy requires us to account for private sector responses to public policy, both in their design and in their evaluation.
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Rojas, Claudia. Midterm Evaluation of APPEAR II. ADA - Austrian Development Agency, September 2019. http://dx.doi.org/10.22163/fteval.2019.532.
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Die Austrian Development Agency (ADA) führte im Jahr 2009 das „Austrian Partnership Programme in Higher Education and Research” (APPEAR) ein, womit die ADA einen Paradigmenwechsel der Österreicher Kooperationsstrategie in den Bereichen Forschung und Hochschulbildung einleitete. Syspons wurde von der ADA beauftragt, eine Zwischenevaluation der zweiten APPEAR Programmphase (APPEAR II) durchzuführen. Das Ziel dieser Evaluation war es, Empfehlungen, lessons learned, sowie Optionen für eine mögliche dritte Phase des Programms zu formulieren. Darüber hinaus wurde im Rahmen dieser Zwischenevaluation das Wirkungsgefüge des Programms rekonstruiert. In der Evaluation wurden die Kriterien Relevanz, Programmdesign und -ansatz sowie Effektivität betrachtet. Die Zwischenevaluation hat die zweite Phase des APPEAR-Programms geprüft, die 2014 begonnen hat. Die Entwicklung des Programms seit seinem Beginn wurde jedoch bei der Analyse berücksichtigt. Die Evaluation hat auf Programmebene stattgefunden - somit wurden die von APPEAR II geförderten Projekte nicht individuell bewertet. Darüber hinaus wurden in dieser Zwischenevaluation die Konzeption und Umsetzung der Grundprinzipien (Basic principles) und Mehrwerte (added values) des Programms analysiert.
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Hoke, Kelly, and Julie Risien. Grounding Institutional Partnerships in Structures for Broader Impact Design: Summative Evaluation Report. Oregon State University, July 2021. http://dx.doi.org/10.5399/osu/1151.
Full textAbstract:
This report presents summative evaluation results for a National Science Foundation funded project entitled Grounding Institutional Partnerships in Structures for Broader Impacts Design (BID). The project represents a collaboration between five institutions: Institute for Learning Innovation, The STEM Research Center at Oregon State University, Scicenter, University of Washington-Bothell, and University of Wisconsin-Madison. BID aimed at creating an inter-institutional structure and toolkit to assist higher education institutions (HEIs) and informal science education organizations (ISEs) in developing sustainable institutional partnerships through collaboration around the design of informal STEM education-based Broader Impacts (BI) experiences. The project built upon the Portal to the Public (PoP) framework, bringing together research support professionals, STEM education professionals and Principal Investigators at HEIs with practitioners at ISEs (i.e., BID partners) to enhance BI experiences for the public by leveraging human resources through intentional coordination and partnerships. This report addresses the impact of this collective work, serves as a record of the project, and as a resource for future partnerships that support BI.
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Tarasov, Alexander F., Irina A. Getman, Svetlana S. Turlakova, Ihor I. Stashkevych, and Serhiy M. Kozmenko. Methodological aspects of preparation of educational content on the basis of distance education platforms. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3857.
Full textAbstract:
The urgency of application of technologies and means of distance learning in educational process of higher educational institutions is designated. The growing frequency of using cloud services and electronic textbooks in mobile and distance learning is noted. The importance of building educational environment is highlighted, where the key element is e-learning resources in digital form, including structure, subject content and metadata about the course. For higher educational institutions, the need for methodical support for the preparation of educational content on the basis of distance education platforms is determined. The experience of using the free distance education platform Moodle within the framework of the higher educational institution Donbass State Engineering Academy is considered. Methodical aspects of training content preparation on the basis of distance education platforms on the example of MoodleDDMA system are given. The General structure of the distance course and an example of evaluation of test tasks of the distance course (module) on topics are considered. An example of the presentation of the course on the basis of distance education platform MoodleDDMA is given. Conclusions about the experience of using the Moodle distance education system at the Donbass State Engineering Academy from the point of view of teachers and students are drawn. The perspective directions of researches and development of the Moodle distance education platform in completion and expansion of educational materials by multimedia elements and links, and also creation of the application for mobile devices for possibility of more effective use of the platform are allocated.
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.
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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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Brasil, André. Multidimensionality through self-evaluation: From theory to practice in the Brazilian graduate system. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.546.
Full textAbstract:
Nearly all science and technology research in Brazil is conducted within a national system of graduate education. Since the 1970s, a graduate program assessment has been an integral part of such a system, and it is currently held on a quadrennial basis. The evaluation model is dynamic, evolving from the experiences of evaluators, policymakers, and the scientific community during each four-year cycle. This study analyses policy initiatives from the 2017-2021 evolving effort, focusing on strategies and recommendations to implement multidimensionality and self-evaluation as integral components of Brazilian evaluation. The paper traces how the idea for a multidimensional assessment was introduced in the country and how U-Multirank, an international ranking of higher education institutions (HEI), has come to inspire an evaluation that is not institutional but of graduate programs instead. The study identified some benefits and limitations of the chosen inspiration and analysed how the Brazilian proposal aligned with the U-Multirank principles. Furthermore, the investigation shows there is little concrete difference from the proposed new model to the one Brazil has already in place. Finally, the last section of this study looks into the once pivotal idea to pursue a self-evaluation component, now relegated to a minor role in the model, but that could be raised to a position supporting the design of an actual multidimensional assessment model.
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Futch Ehrlich, Valerie A. Leadership Development as a Lever for Social Change: An Evaluation Framework and Impact Storytelling Approach. Center for Creative Leadeship, 2022. http://dx.doi.org/10.35613/ccl.2022.2050.
Full textAbstract:
Founded with the mission to “advance the understanding, practice, and development of leadership for the benefit of society worldwide”, the Center for Creative Leadership (CCL) has served both the social and commercial sectors for over 50 years. Many of our programs across corporate, government, philanthropic, and social (e.g., NGOS, nonprofits, K12 institutions, higher education institutions, and population health organizations) sectors have the goal of improving outcomes for individual leaders and groups, and extending those outcomes to create impact at the organizational, community, or societal level. Our clients often aspire for large and transformational impact. They are interested in telling stories of impact – both immediate and sustained – that trace the power of their investment and its ability to result in improved outcomes for individuals, organizations, and communities. However, it’s often difficult or impossible to represent such impact without intentional planning and measurement. Using the idea of levers as a metaphor, we present a pathway for how leadership development across contexts can lead to larger scale impact, with examples from some of our current efforts to demonstrate this impact. We also provide a typology of stories that can be useful for communicating complex impact pathways. The typology provides metaphors for understanding the variety of layers of impact that contribute to societal change. Our work in support of this framework is continuously evolving, as we are learning, improving our measures, and identifying opportunities for increased evaluation efforts.